Counseling Psychology and Special Education 300 (Section #2)

Counseling Psychology and Special Education 300 (Section #2) Fall 2013 Brigham Young University Department of Counseling Psychology and Special Education

Course Title: Exceptional Students: Principles of Collaboration

Course Credit: 2 semester hours

Instructor: Staci Yamada Hartline 801-380-2641 (cell, if necessary) Email: [email protected]

Course Time: Tuesdays 3:00-4:50 room 160 MCKB

Office Hours: By appointment. Please contact me via email

Course Description: This course prepares future elementary classroom teachers to understand how students with exceptionalities learn, and how to use basic strategies to meet their educational needs.

Course Objectives: Teacher candidates will demonstrate their knowledge of:  Characteristics of at-risk for and high incidence disabilities that impact behavior and academic performance.  The ethical and legal responsibilities of general educators regarding the education of students at risk for and with disabilities.  Universal design for learning to support learning of all students.  Appropriate classroom accommodations to provide access to core curriculum for students at-risk for and with disabilities.

Prerequisites: None

Concurrent Field Teacher candidates are required to work a minimum of 10 hours with a student who has Experience: disabilities, or a student who is at risk of school failure. They will submit case study assignments regarding this volunteer work.

Materials: Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson.

Gargiulo, R. M., & Metcalf, D. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach (2nd ed.). Belmont, CA: Cengage Wadsworth.

Web sites: IRIS at Vanderbilt University http://iris.peabody.vanderbilt.edu/ Cengage Publisher: http://www.cengagebrain.com (“How to” registration video - http://www.cengagebrain.com/static/flash/Registration_Video.html  The Access Code From Bookstore is required to register online.  The Coursemate Course Key – is also required: CM-9781133490890-0000054 (This Course Key allows your name to be placed in the instructor’s Course Smart gradebook.)

Guiding Model

The figure below illustrates the mental model for the course. Teachers have a responsibility to oversee the education of all students in their classroom and for collaborating with others to determine appropriate education for students with exceptional learning needs. Teacher candidates will learn how universal design for learning (UDL) allows teachers to adapt curriculum, customize the delivery of instruction, and assess students in ways that permits students to demonstrate mastery of the curriculum. Teacher candidates will also learn how to evaluate the academic/social performance of their students and how to initiate interventions when students are at-risk for failure. They will learn how to make instructional accommodations/adaptations that meet the educational needs of students who qualify for special education services and collaborate with others in ensuring an appropriate and effective education for all students.

If less successful

Teacher

When necessary

Consistently Course Standards, Objectives and Assessment Alignment

InTASC* Objectives Assessment Teacher candidates will demonstrate their knowledge of: 3. Diverse Learners 1. Characteristics of at-risk for and high incidence Chapter 1, 4, 5, & 6 Quizzes disabilities that impact behavior and academic Disability Awareness performance. Log Practicum Reflection Log Final Project (Case Study) 5. Learning 2. Universal design for learning to support Chapter 2 & 8 Quizzes Environments learning for all students. Praise Notes 7. Planning Instruction Final Project (Unit Plan) 10. Collaboration, 3. The ethical and legal responsibilities of general Chapter 3 & 7 Quizzes Ethics and educators regarding the education of students at RTI Module Relationships risk for and with disabilities. Related Services Module Practicum Written Report 5. Learning 4. Appropriate classroom accommodations to Chapters 8, 9, 10 & 11 Environments provide access to core curriculum for students at- Quizzes 7. Planning Instruction risk for and with disabilities Visit to the Resource Room Behavior Module Church Accommodations Final Project (Tier 2 and Accommodation Plans; Presentation)

*For specific InTASC (Interstate Teacher Assessment and Support Consortium) standards see: http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf Schedule Date Topic Before Class O In-Class Activities Read Complete On-Line Assignments t 3 Intro h ducti e on to r Cours e A 10 Speci Chapter 1 Watch 1 video (p. 19)* & write 2 s al Ed questions s Foun Making Connections: Question 1 OR 2 i datio g n n 17 Unive Chapter 2 Interactive Quiz 2 m Disability rsal Chapter 3 Making Connections: Question 1 OR 6 e Awareness Desig n Assignment n t Refer s ral 24 IEPs Chapter 4 Interactive Quiz 3 D Misunderstood & 504 Making Connections: Question 5 OR 6 u Minds Plans Watch 2 videos (p. 81 & 87)* & write 2 e LD/At-Risk Checklist High questions Incide nce 1 High Chapter 4 Interactive Quiz 4 F.A. T. City Incide Chapter 5 Making Connections: Question 1 OR 2 nce Watch 3 Videos (p. 113, 123, 130)* & Low write 2 questions Incide CPSE 300 Course Description 5

nce 8 Other Chapter 6 Interactive Quiz 5 Diver Making Connections: Question 1 OR 2 se Watch 1 Video (p. 150)* & write 2 Pop. questions

15 Other Chapter 6 Interactive Quiz 6 CRIME/MARCIE Diver Chapter 7 Making Connections: Question 1 OR 2 OR model se 3 Pop. Watch 2 Videos (p. 164 & 169)* & write 2 Colla questions borati IRIS Related Services Module on 22 Colla Chapter 7 Interactive Quiz 7 borati Chapter 8 Making Connections: Question 3 on Desig n Learn ing 29 Desig Chapter 8 Interactive Quiz 8 n Chapter 9 Making Connections: Question 2 OR 5 Learn IRIS RTI Module Part 1 ing Asses smen t 5 Asses Chapter 9 Interactive Quiz 9 smen Chapter 10 Making Connections: Question 3 OR 6 t Watch 1 video (p. 276) & write 2 Instru questions Revised Fall 2013 ction al Strate gies WETS KA-3 12 Instru Chapter 10 Interactive Quiz 10 Case Study & Unit ction WETSKA -1 Making Connections: Question 4 OR 5 Plan al pg. 1-25 Strate gies Specif ic Learn ing Acco mmo datio ns 19 Specif WETSKA – Tier 1 Plans ic 1 Learn pg. 1-25 ing Chapter 11 Acco mmo datio ns Social /Beh Strate gies CPSE 300 Course Description 7

26 Social Chapter 11 Interactive Quiz 11 /Beh WETSKA -1 Making Connections: Question 1 OR 2 OR Strate Pgs. 25-40 3 gies IRIS Behavior Module Social /Beh Acco mmo datio ns

3 Gosp WETSKA – I Accommodation Church el Pgs. 25-40 Plans Accommodations Persp ective on Disabi lities

Prese ntatio ns 10 Prese Final Project ntatio ns

*Videos as defined on this page of the textbook

* Assignments & Due Dates Subject to Change

Revised Fall 2013 CPSE 300 Course Description 8

Assignments and Quizzes

Students will be assessed in four aspects of this course: (a) textbook materials, (b) IRIS on-line modules, (c) field experience assignments, and (d) other course assignments. Each is listed below and then described in more detail. Item in italics will not be graded but is a requirement of the course.

 Textbook o Chapter Quizzes o Making Connections Questions o Video Questions  IRIS On-Line Modules o Response to Intervention o Related Services o Behavior Management  Field Experience Assignments o Arrange and Complete Field Experience o Practicum Reflection Log o Praise Notes o Visit to a Resource Room o Practicum Written Report  Other Course Assignments o Disability Awareness Assignment o Church Accommodations Assignment o Final Project

All written assignments should have only minor errors in writing mechanics, including spelling, punctuation, and grammar. Good sentence and paragraph construction should be present. And people first language should always be used.

Textbook Materials

Teacher candidates will read 11 chapters of the Gargiulo and Metcalf textbook and complete on-line quizzes and making connections questions for 10 chapters. The quizzes and questions are located on the publishers’ on-line url access (see Learning Suite and first page of this syllabus).

Chapter Quizzes

Each on-line chapter quiz consists of 20 multiple choice items. Teacher candidates will read the chapter and take the quiz BEFORE CLASS on the class period listed on the class schedule or the student will forfeit the points. Although you are expected to read the chapter before taking the quiz, you may refer to the text to complete the quiz. Each quiz score will be divided by 4 to convert the score to points (e.g., 20 points = 5 points, 16 points = 4 points). YOU MUST COMPLETE 10 OF THE 11 QUIZZES.

Making Connections Questions

Making connections questions are available for each chapter on-line. Teacher candidates will answer one question AS IDENTIFIED IN THE CLASS SCHEDULE SECTION OF THE SYLLABUS for each chapter. Some choices are provided as outlined on the class schedule. As with the chapter quizzes, you must read the chapter and complete the question BEFORE CLASS on the class period listed on the class schedule or forfeit the points. You may refer to the text in answering the question. Each response should be approximately 3 paragraphs and will equal 5 points. YOUMUST COMPLETE 10 OF THE 11 MAKING CONNECTIONS QUESTIONS.

Video Questions

Ten on-line videos have been selected that correspond to most of the chapters. Teacher candidates will view the videos IDENTIFIED IN THE CLASS SCHEDULE and write 2 questions they have about the video. The questions are to be submitted through Learning Suites BEFORE CLASS on the class period listed on the class schedule or you will forfeit the points. Questions may be, for example, requesting clarification or asking for additional information of what you have viewed. Each question will be worth 1 point.

Textbook Assignment Points Possible

 Chapter Quizzes 10 @ 5 points/each 50 points  Making Connections 10 @ 5 points/each 50 points  Video questions 10 @ 2 points/each 20 points

Subtotal 120 points

IRIS Modules

Teacher candidates will complete three IRIS on-line modules and submit answers to the assessment questions at the end of the module. To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on RTI, Related Services, or Behavior. Then click on the specific module identified below. Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

RTI Overview Module: Part One

This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) model. It also offers a brief overview of each tier in the RTI model and explains its benefits. Answer the 4 assessment questions. Submit responses through Learning Suites BEFORE CLASS.

Related Services: Common Supports for Students with Disabilities Module

This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04. Answer the 5 assessment questions. Submit responses through Learning Suites BEFORE CLASS.

Behavior SOS: Helping Student Become Independent Learners Module

This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self- reinforcement. Answer the assessment questions, create a self-monitoring form for a student, and describe how you would teach the student to use the form. Submit responses through Learning Suites BEFORE CLASS.

IRIS Module Assignments Points Possible

 RtI (Part 1) 15 points  Related Services 15 points  Behavior Management 15 points

Subtotal 45 points

Field Experience Assignments

Teacher candidates are required to complete a 10-hour field experience as part of this course. Placements are made through the BYU Center for Service and Learning.

Assignment #1: Arrange for and complete the field experience (ungraded)

Teacher candidates must complete the following steps to arrange their field experience:  Register with the Center for Service and Learning (2330 Wilkinson Center) TOPS program during the FIRST WEEK OF THE SEMESTER.  Give the teacher the letter to cooperating teacher (at the end of the syllabus).  Discuss the assignment for this course, and obtain his or her signature on the Practicum Contract Sheet (at the end of the syllabus). You will work out a time frame that works both with your schedule and the teacher’s classroom schedule. You should spend time with one or more students who are experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems). Ten total hours are to be completed during the semester.  Complete the Log of Attendance form (at the end of the syllabus) and submit at the end of the semester.

Assignment #2: Practicum Reflection Log

This assignment consists of four parts. (a) Log the time spent working with student, as well as the date, location and activity. (b) Describe the learning activity and any learning characteristic observed for the student with whom you are working. (c) List or describe how and/or what you did to assist the student with the assigned learning activity. (d) List and reference an accommodation that addresses the concern. Use the Practicum Reflection Log provided at the end of the syllabus.

Assignment #3: Praise Notes OR 4:1 Praise/Correction (option 1 or 2)

Praise Notes: Teacher candidates must create a praise note and present 10 praise notes to various students. The praise note should include spaces for (a) the name of the student, (b) a description of the specific behavior that the student engaged in during the day, and (c) your signature. Both a log of who received the note (a variety of student names should be listed), the dates, and the specific behaviors that prompted each note must be listed. Also, a copy of the praise note must be submitted to receive maximum points. In addition, write a paragraph on this experience, specifically reflecting on the observed change(s) in your behavior and the students’ behaviors as a result. Share how you will apply what was learned from this assignment in your future classroom. (See form at the end of the syllabus).

4:1 Praise/Correction: Teacher candidates will engage in a high rate of verbal praise through the course of the field experience. The teacher candidate will record praise and corrections over ten 10- minute periods. In addition, write a paragraph on this experience, specifically reflecting on the changes in your behavior and the students’ behaviors as a result. Share how you will apply what was learned from this assignment in your future classroom. (See self-recording form at the end of the syllabus). Revised Fall 2013 CPSE 300 Course Description 12

Use a high rate of verbal praise. Use labeled praise (Student’s name, what they are doing correctly, and a positive affirmation). Example: Johnny, I like how nicely you are writing! Thank you! Non-example: Good job! Use one or less correction for every four praise statements. Corrections must be non-emotional! Example: (Flat voice). Try again. Non-example: Jimmy! Why in the word did you do that? I hate it when you do that! Monitor your praise for 10 minutes using the clock or a stopwatch. Record them as you do this assignment somewhere discrete so it isn’t obvious you’re doing this.

Assignment #4: Visit to the Resource Room.

Schedule a visit to a school’s resource room by contacting the teacher in advance. The purpose of this assignment is for you to learn about the resource room placement option for educating students with disabilities and to demonstrate your knowledge of teacher roles and responsibilities. During your visit, discuss with the teacher his/her roles and responsibilities for educating students with disabilities. Remember to schedule your visit in advance. And be respectful of the teacher’s schedule while you are there.

Include the following in a one-page (double-spaced, 12 pt. font) write-up:

1. Describe setting, grade level, students, teacher’s background and physical environment. 2. State the teacher’s instructional objective on that particular day and the curriculum content (be as specific as possible). 3. Describe the service delivery model. For example, is it a pullout resource setting? (Is it a setting in which basic skills or a particular subject is being taught?) 4. Based on what you have learned thus far, evaluate the model. (Is it effective? If so in what way? Would changes make the model more effective? If so, what are those suggested changes?

Assignment #5: Practicum Written Report

1. Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the six components of IDEA), specifically the students you worked with. 2. Analyze your response to working with students with learning problems during your field experience. Provide specific examples of how you felt, or how you interacted with the student. Discuss how your feelings influenced your teaching. Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability. Be specific. Describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability.

Revised Fall 2013 CPSE 300 Course Description 13 Field Experience Assignments Points Possible

1. Arrange for and complete the field assignment no points assigned 2. Practicum Reflection Log 50 points 3. Praise Notes OR 4:1 Praise/Correction 20 points 4. Visit to a Resource Room 10 points 5. Practicum Written Report 20 points

Subtotal 100 points

Revised Fall 2013 CPSE 300 Course Description 14 Other Course Assignments

Assignment #1: Disability Awareness Assignment

Teacher candidates will complete ONE of the following: (1) family history analysis, (b) personal interaction analysis or (c) children’s book analysis. A description of each follows:

1. Analysis of Personal History. Most families have member who were born with or acquired disabilities sometime in their lifetime. The purpose of this assignment is to learn more about these individuals and the history of your family’s response to those persons. Interview relatives to find out as much as you can about these family members. Spending time with those with disabilities can also be insightful. The person with a disability may be you. Learn what impact your disability had on your parents and other family members. o Provide a concise, clear summary of how you went about your inquiry including dates, times, persons interviewed or interacted with, methods for inquiry, questions asked, and what you learned. o Answer the following questions in a well-developed reflection on your inquiry and analysis of your findings: 1. Describe your emotional, intellectual and behavioral responses to the exercise. How did the interview make you feel? What did it make you think? What did you want to do after conducting this interview? 2. What has been discussed in class that ties into what you learned in the interview? Make direct reference to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities. 3. What did you learn about individuals with exceptionalities or cultural/personal response from completing this exercise? 4. How do others in your family view this person with a disability? What is your perception of disabilities?

2. Analysis of Personal Interaction with an Individual with Disabilities. Provide a summary of an interaction with an individual with disabilities that you engaged in or observed. This interaction should have occurred within the last year. Provide information about when and where the interaction took place, who was involved in the interaction, and what happened. Describe the person with a disability that the interaction revolved around. Please use first names only or pseudonyms to protect the confidentiality of those involved. o Describe your initial response to the interaction, and then dig deeper. Reflect on your own personal response to the interaction. What assumptions were challenged? What did you learn from the interaction? Consider how this interaction compares and contrasts with what you are learning about individuals with disabilities.  Describe your emotional, intellectual and behavioral responses to the interaction. How did this interaction make you feel? What did it make you think? What did you want to do after this interaction?

Revised Fall 2013 CPSE 300 Course Description 15  What has been discussed in class that ties into what you experienced in this interaction and the comments you’ve made? What was your personal reaction to the interaction or connections you made with what you’ve experienced or learned?  Do you think people would have a more positive attitude about people with exceptionalities if they interacted with this individual? If so, explain why? What negative attitudes or beliefs about people with disabilities do you think might be subtly or not so subtly reinforced?  What did you learn about individuals with exceptionalities from this interaction? What is your perception of disabilities?  Did you notice other peoples’ reactions to this person? What were their perceptions of this person with a disability?

3. Children’s Literature Analysis. For this assignment, a list of Children’s Literature that includes characters with disabilities is posted on Learning Suites. Please review one of the books on the list provided. The purpose of this assignment is to analyze how individuals with disabilities are portrayed in children’s literature. Read the book and briefly summarize the plot. Using what you are learning about specific disabling conditions, analyze whether the information presented is correct. Reflect on how this book impacts your perception of disabilities and determine if this book would be appropriate for a disability awareness lesson in your classroom. The analysis should include the following: 1. The title and author of the book. 2. A brief summary of the book. 3. Describe your emotional, intellectual, and behavioral responses to the book. How did this book make you feel? What did it make you think? Did the book motivate you to do anything? 4. Analyze whether the information presented about the disabling condition is accurate. Be specific in providing examples from the book and comparing the information in the book with information available about the disabling condition. 5. Discuss how this book would influence children’s perceptions of disability. 6. Describe how you would use this book to teach about disabilities. Would you use this book in your class? If you would, explain why. If not, explain your reasons for not using the book.

Assignment #2: Church Accommodation Assignment

You will select one of the two following case studies accompanied with the resources below, and write a one page response on how you could best support the needs of the leaders and parents. Be sure to cite how you used the resources provided to formulate your response.

Case Study #1: A Primary President comes to you with concerns about a child named Jose in Sunbeams who has recently been diagnosed with Autism. In his last ward, his parents were asked to just stay with him in nursery at all times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents right beside him. Jose gets easily over stimulated with noises and people, he struggles with sitting in his seat longer than a few minutes at a Revised Fall 2013 CPSE 300 Course Description 16 time, gets extremely bothered when things interrupt the typical routine and has a tendency to throw small objects because he likes to watch as they move through the air.

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child with a disability. She has come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Jose successfully access Primary to his fullest extent possible.

Case Study #2: A Primary President comes to you with concerns about an 8 year old child named Sterling who has difficulty reading and is frequently disruptive in class. In his last ward, his parents were asked to just stay with him through their meeting times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents with him. Sterling gets bored easily and frequently refuses to read any of the class materials. He makes noises and bothers the kids who sit next to him for the majority of the time.

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child like Sterling. Sterling’s parents are also frustrated, and his mom is frequently seen leaving church crying because she does not know how to handle him and help his primary teacher. The parents and primary president have come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Sterling successfully access Primary to his fullest extent possible.

Resources:

LDS Disability Specialist Calling: http://www.lds.org/callings/disability-specialist?lang=eng

LDS Disability Resources: http://www.lds.org/topics/disability?lang=eng

Members with disabilities: http://www.lds.org/handbook/handbook-2-administering-the- church/selected-church-policies?lang=eng#21.1.26

Teaching The Spirits: http://education.byu.edu/media/watch/352

Advice for Dad: http://www.lds.org/tools/print/article/narrow/? lang=eng&url=/children/resources/tips/2012/03

Assignment #3: Final Project Final Project (100 points)

This is a 2-part assignment. (1) You will develop a hypothetical case study for your final project. You should draw on your experience in the school to complete this assignment. However, this case study Revised Fall 2013 CPSE 300 Course Description 17 project is hypothetical and is not a final report of your field experience. This project provides an opportunity for you to synthesize learning. Because collaboration is essential for meeting the needs of diverse learning, this is a collaboration project. You will work with a peer to complete this project. (2) You will describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability. You will also analyze your collaboration experience.

The following should be included in your final project and each answer for questions 2-7 should be accompanied with an appropriate citation:

Part 1 3. Demographic information for the student described. a. Student’s age, gender, grade b. Family background c. Experience in school d. Learner challenges/at-risk characteristics e. Student’s interests 4. Describe your moral/ethical and legal responsibilities for educating students with disabilities. Be sure to cite specific laws as taught in CPSE 300. 5. Describe the student’s disabling condition. Which of the 13 special education categories will this child be serviced under? Discuss how the condition impacts learning. 6. Analyze the student’s learning strengths and limitations. 7. Write a PLAAFP (Present Level of Academic Achievement and Functional Performance) for an academic or behavioral concern. 8. Develop an intervention plan using Tier 2 strategies for the area of concern. a. Write a goal for student performance. b. Plan what you will do and what others can do to meet the goal. c. Describe how you will measure and report progress. 9. Describe 3 evidence based classroom accommodations that will facilitate learning. Explain why your accommodations are appropriate given the classroom environment and your student’s profile. Cite the source for these accommodations.

Part 2 10. Analyze your response to working with students with learning problems. Provide specific examples of how you felt, or how you interacted with the student. Discuss how your feelings influenced your teaching. Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability. Be specific.

Analyze your collaboration experience. What did each of you contribute to the process? Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating. Revised Fall 2013 CPSE 300 Course Description 18

Other Course Assignments Points Possible

 Disability Awareness Assignment 10 points  Church Accommodations Assignment 10 points  Final Project 100 points Subtotal 120 points

Revised Fall 2013 CPSE 300 Course Description 19 Course Assignments/Assessments

Assignments/Assessments Point Value

 Textbook Materials  Chapter Quizzes 10 @ 5 points/each 50 points  Making Connections 10 @ 5 points/each 50 points  Video questions 10 @ 2 points/each 20 points Subtotal 120 points

 IRIS Modules  RtI (Part 1) 15 points  Related Services 15 points  Behavior Management 15 points Subtotal 45 points

 Field Experience  Arrange for and complete the field assignment no points assigned  Practicum Reflection Log 50 points  Praise Notes 20 points  Visit to a Resource Room 10 points  Practicum Written Report 20 points Subtotal 100 points

 Other Course Assignments  Disability Awareness Assignment 10 points  Church Accommodation Assignments 10 points  Final Project 100 points Subtotal 120 points

 Course Evaluation 1 @ 5 points

TOTAL 390 POINTS

Your letter grade for the course will be calculated using the following percentages: A 95 - 100 B+ 87 - 89 C+ 77 - 79 D+ 67 - 69

A- 90 - 94 B 83 - 86 C 73 - 76 D 63 - 66

B- 80 - 82 C- 70 - 72 D - 60 - 62

Please refer to the following URL to learn more about policies relevant to you as a student in the McKay School of Education. This URL link includes our mission statement, as well as information

Revised Fall 2013 CPSE 300 Course Description 20 about plagiarism, honor code, prevention of sexual harassment, students with disabilities, and diversity. http://education.byu.edu/cpse/documents/general%20syllabi%20department%20information %20%28Repaired%29.pdf

Field Assignment #1: Letter to Cooperating Teacher Field Assignment #1: Practicum Contract Sheet Field Assignment #2: Log of Attendance Field Assignment #3: Practicum Reflection Log Field Assignment #4: Praise Notes

Dear Cooperating Teacher:

BYU regularly offers a class which focuses on helping university students to understand exceptionalities among elementary and secondary children. This course, CPSE 300: Exceptional Students: Principles of Collaboration, has assignments and activities that focus on helping preservice teachers gain a better understanding of teaching children who have disabilities, but as you know, it is much more exciting to “see” teaching concepts in action rather than reading about it or hearing a lecture. Therefore, this course has been designed to give pre-service teachers a volunteer experience where they gain first-hand, high quality experiences in the classroom setting serving school-aged students who been identified as having disabilities, or who are struggling in school (i.e., experiencing difficulty learning to read, write, do math, or spell).

The university students are expected to commit 10 hours in a classroom with a child who has disabilities, or who is at risk of school failure. Each university student will complete a case study about his/her experiences with this student. Your school and classroom have been selected for our university students to gain as much information as possible about teaching children who have exceptionalities. May we encourage you to actively involve your university volunteers? It will be much more meaningful to the students if you provide opportunities for them to become actively involved in the teaching process, rather than having them observe.

Each university student has a field experience form that is used to log the date, time, activities, and total hours spent in the classroom. If a university student works with a district student, who receives special education services, the BYU student has a confidentiality agreement form that will be signed and given to you at the beginning of the semester. This is an assurance that the student agrees to comply with confidentiality standards established by law and regulated by individual schools or districts.

The faculty of the BYU Counseling Psychology and Special Education department appreciates your dedication in teaching children and sharing your expertise with our future teachers. Thank you in advance for your willingness to involve others in the learning process. Please feel free to contact us if you have any questions or concerns, (801) 422-3857.

Sincerely,

Blake D. Hansen, PhD Katie Steed, M.S. Staci Yamada Hartline, M.S. Abigail Cook, M.S.

Field Assignment #1: Practicum Contract Sheet CPSE 300 SEC 2 Revised Fall 2013 CPSE 300 Course Description 23 Fall 2013

Name: ______

Volunteer Site/School: ______

Teacher: ______

Teacher Contact (e-mail or phone): ______

Day and Time Frame you will be in the classroom each week: ______(e.g.: Fridays 9-11 am)

Signature of BYU Student: ______Date: ______

Signature of Classroom Teacher: ______Date: ______

You will work out a time frame that works both with your schedule and the teacher’s classroom schedule. You should spend time with a student(s) who is experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems). Ten total hours are to be completed during the semester.

Comments/Questions/Concerns from the teacher or the BYU student:

Revised Fall 2013 CPSE 300 Course Description 24 Field Assignment #2: Log of Attendance Form

BYU Student Name______

School Name ______

School District______

Grade Level______

Cooperating Teacher Name______

Week M T W Th F Weekly Total 1

Signature of Cooperating Teacher ______

Date ______

Revised Fall 2013 CPSE 300 Course Description 26 Field Assignment #3: Practicum Reflection Log (50 points—minimum of 10 entries and 10 hours) This assignment consists of four parts: (1) log the time you spent working with the student, the date, location, and activity (2) describe the learning activity and any learning characteristic you might observe for the student with whom you are working, (3) list how and/or what you did to assist the child with the assigned learning activity, (4) list and reference an accommodation that addresses the concern.

Use the table below as you complete this assignment. Have your cooperating teacher sign the log at the end of the experience.

Your Name ______School______Cooperating Teacher______Cooperating Teacher Signature______Student(s) Name(s) (use pseudonym) ______Date/Time Describe the learning Describe how you responded to or List & Location activity and any learning interacted with the student. Did you help or reference an Activity concerns (be specific) hinder, or have no impact on performance? accommodati Be specific. Would you respond the same on that way in the future? Why or why not, and what addresses the would you do differently? at-risk concern Sept 20 Paul was to complete a Paul knew what he should be doing and 1. Teach the 9:00-10:00 long division work sheet could demonstrate each on-task behavior. student to of 10 problems. He had I didn’t need to teach him at all. He just self-manage General Ed Classroom at a great deal of trouble didn’t implement the behaviors. “on-task” the staying focused when behavior. reading table there was any outside He thought this was fun, but it didn’t make WETSKA noise or movement him work any faster. He still needed p.22 Helped with class math whatsoever. We worked constant reminders to stay on task. assignment at the reading table in 2. Allow the the back of the He liked my attention, but when I praised he student to

Revised Fall 2013 CPSE 300 Course Description 27 classroom and the say things like, “No one ever tells me I do a take breaks second someone would good job.” This made him work slower. and move walk past the table it around M & S was as if we had never I would make up a system and give him p. 221 been doing math at all. points for staying on task for certain He would have amounts of time in the future. something to ask them or tell them no matter who it was. If some was doing homework at the same table with him he often spent more time being interested in the work that they were doing than his own. If someone was tapping his or her pencil or a chair was squeaking he was very easily disturbed. His teacher says he knows the math process to complete the assignment.

Revised Fall 2013 Field Assignment #4: Praise Notes Please select one assignment below (either Option #1 or Option #2) for your field experience. Be sure to choose the assignment before you begin your field experience.

Option #1: Praise Notes

Present 10 Praise Notes to various students. Create a Praise Note (5 points). The Praise Note you create should include: 1. A place for the name of the student 2. A place for the specific behavior that the student engaged in that day 3. A place for your signature Keep a log of who received the Note (a variety of student names should be listed), the date, and the specific behavior that prompted the Note (10 points). A copy of your Praise Note must be submitted to receive maximum points. Write a paragraph on this experience. Specifically, reflect on the observed change(s) in your behavior and the students behavior as a result of this experience. Also, share how you will apply what learned from this assignment in your future classroom. (5 points) Student Name Date Specific Praise Written on Note 1.

10. CPSE 300 Course Description 29

Field Assignment #4: Praise:Correction Ratio

4:1 Praise:Correction Ratio Option #2: Teacher candidates will engage in a high rate of verbal praise through the course of the field experience. The teacher candidate will record praise and corrections over ten 10-minute periods. In addition, write a paragraph on this experience, specifically reflecting on the changes in your behavior and the students’ behaviors as a result. Share how you will apply what was learned from this assignment in your future classroom. (See self-recording form at the end of the syllabus).

Use a high rate of verbal praise. Use labeled praise (Student’s name, what they are doing correctly, and a positive affirmation). Example: Johnny, I like how nicely you are writing! Thank you! Non-example: Good job! Use one or less correction for every four praise statements. Corrections must be non-emotional! Example: (Flat voice). Try again. Non-example: Jimmy! Why in the word did you do that? I hate it when you do that! Monitor your praise for 10 minutes using the clock or a stopwatch. Record them as you do this assignment somewhere discrete so it isn’t obvious you’re doing this.

Date/Time Setting/Routine Praise Correction Ratio